School planning in teacher conception: a reflection on pedagogical praxis

Detalhes bibliográficos
Autor(a) principal: Oliveira, Cristiane
Data de Publicação: 2017
Outros Autores: Santos, Anderson de Souza
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação Matemática Debate
Texto Completo: https://www.periodicos.unimontes.br/index.php/emd/article/view/28
Resumo: This article presents a reflection on pedagogical praxis from a qualitative research developed in discipline Projeto Integrado de Prática Educativa III (PIPE III) of the mathematics course at Faculdade de Ciências Integradas do Pontal in the Universidade Federal de Uberlândia (UFU-FACIP). The objective of this investigacion was to analyze the different methodologies of pedagogical praxis of a math teacher, seeking to understand the implications that planning can bring to the classroom context. The research consisted of interviewing a high school math teacher, showing your posture involving conceptions and praxis of teaching, as well as allowed for initial reflections. It was noted the need for readjustment of the planning done by the teacher with the reality and the dialogue on teacher-student relationships, highlighting difficulties and teaching elements that surround the process of teaching and learning in Mathematics. Keywords: Planning. Pedagogical Praxis. Mathematics. Dialogue.
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spelling School planning in teacher conception: a reflection on pedagogical praxisPlanejamento escolar na concepção docente: uma reflexão sobre a práxis pedagógicaThis article presents a reflection on pedagogical praxis from a qualitative research developed in discipline Projeto Integrado de Prática Educativa III (PIPE III) of the mathematics course at Faculdade de Ciências Integradas do Pontal in the Universidade Federal de Uberlândia (UFU-FACIP). The objective of this investigacion was to analyze the different methodologies of pedagogical praxis of a math teacher, seeking to understand the implications that planning can bring to the classroom context. The research consisted of interviewing a high school math teacher, showing your posture involving conceptions and praxis of teaching, as well as allowed for initial reflections. It was noted the need for readjustment of the planning done by the teacher with the reality and the dialogue on teacher-student relationships, highlighting difficulties and teaching elements that surround the process of teaching and learning in Mathematics. Keywords: Planning. Pedagogical Praxis. Mathematics. Dialogue.Este artigo apresenta uma reflexão sobre a práxis docente a partir de uma pesquisa qualitativa, desenvolvida na disciplina Projeto Integrado de Prática Educativa III (PIPE III) do curso Licenciatura em Matemática da Faculdade de Ciências Integradas do Pontal da Universidade Federal de Uberlândia (FACIP-UFU). O objetivo do trabalho era analisar as diferentes metodologias da práxis pedagógica de um professor de Matemática, buscando compreender as implicações que o planejamento escolar pode trazer para o contexto da sala de aula. A pesquisa consistiu em entrevistar um professor de Matemática do Ensino Médio, evidenciando concepções que envolvem sua postura e práxis de ensino, bem como possibilitou reflexões para a formação inicial. Constatou-se a necessidade de readequação do planejamento realizado pelo professor com a realidade escolar e o diálogo na relação professor-aluno, evidenciando dificuldades e elementos pedagógicos que circundam o processo de ensino e de aprendizagem em Matemática. Palavras-chave: Planejamento. Práxis pedagógica. Matemática. Diálogo.Editora Unimontes2017-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.unimontes.br/index.php/emd/article/view/2810.24116/emd25266136v1n22017a03Educação Matemática Debate; v. 1 n. 2 (2017): maio/ago.; 154-1722526-6136reponame:Educação Matemática Debateinstname:Universidade Estadual de Montes Claros (UNIMONTES)instacron:UNIMONTESporhttps://www.periodicos.unimontes.br/index.php/emd/article/view/28/18https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessOliveira, CristianeSantos, Anderson de Souza2023-10-08T17:09:04Zoai:ojs2.periodicos.unimontes.br:article/28Revistahttps://www.periodicos.unimontes.br/index.php/emdPUBhttps://www.periodicos.unimontes.br/index.php/emdrevista.emd@unimontes.br||2526-61362526-6136opendoar:2023-10-08T17:09:04Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)false
dc.title.none.fl_str_mv School planning in teacher conception: a reflection on pedagogical praxis
Planejamento escolar na concepção docente: uma reflexão sobre a práxis pedagógica
title School planning in teacher conception: a reflection on pedagogical praxis
spellingShingle School planning in teacher conception: a reflection on pedagogical praxis
Oliveira, Cristiane
title_short School planning in teacher conception: a reflection on pedagogical praxis
title_full School planning in teacher conception: a reflection on pedagogical praxis
title_fullStr School planning in teacher conception: a reflection on pedagogical praxis
title_full_unstemmed School planning in teacher conception: a reflection on pedagogical praxis
title_sort School planning in teacher conception: a reflection on pedagogical praxis
author Oliveira, Cristiane
author_facet Oliveira, Cristiane
Santos, Anderson de Souza
author_role author
author2 Santos, Anderson de Souza
author2_role author
dc.contributor.author.fl_str_mv Oliveira, Cristiane
Santos, Anderson de Souza
description This article presents a reflection on pedagogical praxis from a qualitative research developed in discipline Projeto Integrado de Prática Educativa III (PIPE III) of the mathematics course at Faculdade de Ciências Integradas do Pontal in the Universidade Federal de Uberlândia (UFU-FACIP). The objective of this investigacion was to analyze the different methodologies of pedagogical praxis of a math teacher, seeking to understand the implications that planning can bring to the classroom context. The research consisted of interviewing a high school math teacher, showing your posture involving conceptions and praxis of teaching, as well as allowed for initial reflections. It was noted the need for readjustment of the planning done by the teacher with the reality and the dialogue on teacher-student relationships, highlighting difficulties and teaching elements that surround the process of teaching and learning in Mathematics. Keywords: Planning. Pedagogical Praxis. Mathematics. Dialogue.
publishDate 2017
dc.date.none.fl_str_mv 2017-08-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/28
10.24116/emd25266136v1n22017a03
url https://www.periodicos.unimontes.br/index.php/emd/article/view/28
identifier_str_mv 10.24116/emd25266136v1n22017a03
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/28/18
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Unimontes
publisher.none.fl_str_mv Editora Unimontes
dc.source.none.fl_str_mv Educação Matemática Debate; v. 1 n. 2 (2017): maio/ago.; 154-172
2526-6136
reponame:Educação Matemática Debate
instname:Universidade Estadual de Montes Claros (UNIMONTES)
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reponame_str Educação Matemática Debate
collection Educação Matemática Debate
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